2. Incorporate tasks that ask students to demonstrate evaluative judgement

Tasks that require students to demonstrate evaluative judgement by reviewing or evaluating work (either published or by peers), images, objects, audio or video against a set of assessment criteria encourages the development of and assesses higher order skills including application of knowledge, evaluation, critical thinking etc. While not impossible for students to outsource, these tasks make it more difficult for students to complete using generative AI.

Example

Reflection through evaluative judgement (student peer review)

Involving students as reviewers of the work of their student peers encourages their capacity to reflect on the relative quality of work, drawing on a range of inputs. Peer review tasks may require students to both provide constructive critical feedback to others and also reflect what they’ve learnt from feedback received on their own work. This may include students demonstrating how they have drawn on feedback to improve a draft, or explaining how they would apply the knowledge to a future assessment task in the subject, or in their course more broadly. There are a range of university-supported educational technologies available to assist with the administrative task of managing a peer review process.

Case Studies

For more practical examples of this strategy, see also the following case studies:

Designing continuous assessment to support experiential and project based learning

Authentic assessment design in a highly scaffolded environment